The relationship between primary school teachers' digital literacy skills, artificial intelligence (Aİ) anxiety, and artificial intelligence (Aİ) awareness

The purpose of this study is to examine the relationship between primary school teachers' levels of digital literacy, artificial intelligence (AI) awareness, and AI anxiety. The research was conducted using the relational survey model, one of the quantitative research designs. The study group consists of primary school teachers working in public schools during the 2023–2024 academic year. Data were collected using a personal information form, the Digital Literacy Scale, the AI Awareness Scale, and the AI Anxiety Scale. The findings revealed a statistically significant positive correlation between teachers' digital literacy levels and their awareness of artificial intelligence. Conversely, a significant negative correlation was found between digital literacy and AI anxiety. Regression analyses indicated that digital literacy significantly predicts AI anxiety. Additionally, variables such as gender, professional seniority, and daily internet use were found to significantly affect some sub-dimensions. These findings demonstrate that enhancing teachers' digital competencies can contribute to developing more positive attitudes and greater awareness toward AI, while also reducing their anxiety. The study provides critical insights into the need to improve technological literacy among teachers to support an effective and sustainable digital transformation in education.